Public Comment on Grant Program to Address Community Violence
GLSEN submitted a comment on proposed priorities for the Project Prevent grant program, which funds school district programs that reduce or address the impacts of community violence, including bullying (see 87 Federal Register §19). GLSEN urged the U.S. Department of Education (USED) to require applicants to speak to their preparedness and plans to support youth who are LGBTQ+, BIPOC, students with disabilities and are disproportionately impacted by community violence. Additionally, GLSEN asked that USED add a fourth priority for projects that provide alternatives to promoting law enforcement officer presence in schools, including restorative practices and trauma-informed staff.
Update: USED made several changes to the final grant program priorities and requirements responsive to our recommendations, as detailed below.
- All applicants are now required to demonstrate how funded programs and practices “will be organized to provide differentiated support based on student need in an equitable and inclusive manner, free from bias.”
- Applicants are required to describe the community violence they aim to address. Previously, this component prominently listed "collaborating and coordinating with... law enforcement." In the final requirement, the reference to law enforcement has been removed.
- Authorized project activity c-2 supports school-based mental health services. This has been revised to specify that services must be “culturally and linguistically competent, inclusive, and evidence-based” and support the hiring of “staff who are diverse and reflective of the community.”
- Authorized project activity c-3 supports training for school staff. This activity now requires that such training “minimizes and eliminates bias and stereotypes.”
- Authorized project activity c-5 supports linkages between school-based mental health services and community mental health systems. This activity now stipulates that students referrals to treatment must be “culturally and linguistically competent and evidence-based,” which would preclude referring LGBTQ+ students to a conversion “therapy” provider.